‘But Three-Year-Olds Can't…’ Glass Ceilings in Early Childhood—Implications for Gifted Children

Abstract

Although a diverse group, young children who are gifted frequently demonstrate developmental precocity and particular learning styles which may differentiate them from same-aged peers. The strong developmental focus and strict adherence to developmental norms within many early childhood programs can result in exclusion for some young gifted children. When development is interpreted within strict age parameters, the behaviour and development of the young gifted child may be misinterpreted by early childhood educators. Analysis of the drawings of young gifted children provides a useful means of illustrating the differences in the nature and rate of development for such children and a basis for considering the implications of educational experiences mismatched to individual development.